Teaching strategies and activities to enhance students’ clinical placement in residential aged care facilities: a scoping review

2020 ◽  
Vol 18 (11) ◽  
pp. 2302-2334
Author(s):  
Rose McCloskey ◽  
Lisa Keeping-Burke ◽  
Cindy Donovan ◽  
Jessica Cook ◽  
Richelle Witherspoon ◽  
...  
2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Brigit Stratton ◽  
Emma Lea ◽  
Marguerite Bramble ◽  
Claire Eccleston ◽  
Mike McCall ◽  
...  

IntroductionThis paper presents an evaluation of the pilot aged care clinical placement undertaken by undergraduate paramedic students in the university-based Wicking Dementia Research and Education Centre’s Teaching Aged Care Facilities Program. The objective is to examine the learning experiences of students taking part in the first paramedic student clinical placement in Tasmania to be situated in the residential aged care environment. The students’ interactions with residents with dementia and with older people requiring a palliative approach to care are discussed, as key strategies to enhance paramedic student learning.MethodTwenty-one final year undergraduate paramedic students completed a 5-day (40 hour) clinical placement in September/October 2011, in two participating residential aged care facilities in Tasmania, Australia. Qualitative data were obtained from weekly feedback meetings with students, which were audio-recorded, transcribed, and subjected to content analysis. Quantitative data from pre and post-placement questionnaires were collected and descriptive analyses performed.ResultsThe data showed that students enjoyed interaction with residents and that this built their communication skills, particularly with residents with dementia. Students also learnt about the importance of a palliative approach to care and improved their knowledge of dementia.ConclusionA supported placement program for paramedic students in residential aged care facilitates student learning in a number of areas, particularly around working with people with dementia, which is likely to enhance student readiness for the graduate paramedic role. 


Brain Injury ◽  
2020 ◽  
Vol 34 (11) ◽  
pp. 1446-1460
Author(s):  
Stacey Oliver ◽  
Emily Z. Gosden-Kaye ◽  
Hannah Jarman ◽  
Dianne Winkler ◽  
Jacinta M. Douglas

2021 ◽  
Author(s):  
Grace Koh ◽  
Abirami Thirumanickam ◽  
Stacie Attrill

Abstract Background. Mealtimes are embedded routines of residents living in residential aged care facilities (RACFs) that directly impacts their health and quality of life. Little is known about how mealtime experiences are informed and affected by structures such as government and organisational policies and processes. This scoping review used Gidden’s (1984) Structuration Theory to investigate how governance structures related to mealtime practices inform residents’ mealtime experiences. Methods. Using Arksey and O’Malley’s (2005) scoping review framework, a systematic database, grey literature and policy search was completed in May 2020 and updated in July 2021. From 2725 identified articles, 137 articles were included for in data charting and deductive analysis, and 76 additional Australian government policy papers were used interpretatively. Results. Data charting identified that the included studies were prominently situated in Western countries, with a progressive increase in publication rate over the past two decades. Qualitative findings captured structures that guide RACF mealtimes, how these relate to person-centred mealtime practices, and how these facilitate residents to enact choice and control. Conclusions. Current policies lack specificity to inform the specific structures and practices of RACF mealtimes. Staff, residents, organisational and governance representatives possess different signification, legitimation and domination structures, and lack a shared understanding of policy, and how this influences processes and practices that comprise mealtimes.


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